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ABSTRACT
Virtual reality (VR) usage is increasing in higher education, yet VR retains significant financial, technological, and time costs. Given these challenges, understanding student perceptions of the legitimacy of educational VR is important. In-class VR was introduced in two semesters with four total face-to-face Geography courses at Arkansas Tech University. Throughout each semester, individual students periodically used the HTC Vive’s Google Earth VR app to virtually visit places relevant to that day’s lecture. The VR video was mirrored to a classroom screen for all students to see. These VR sessions formed parts of many class meetings, in contrast to recent studies that examine educational VR as short-term experiments or out-of-classroom trials. Students were surveyed about their perceptions before and after the semester, and overall student views of classroom VR were positive. Perceptions were similar between students who used VR in class and students who did not. These findings are important as educational institutions continue to invest more time and resources into VR.
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Acknowledgments
Many thanks to Geography students at Arkansas Tech University that participated in this study. Thanks to Christian Brown for his invaluable coding assistance for Fall 2018. Thanks to Shelby Baugh for photographing an in-class VR session in Spring 2019. Preliminary findings regarding the Fall semester data were presented at the 2019 AAG Annual Meeting, and the author is grateful for valuable suggestions from this session. The author is grateful to Arkansas Tech University for the financial support of VR-related equipment, and professional development funding for the above 2019 conference presentation.
Disclosure statement
No conflict of interest was reported.